ed and au in the school setting
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ED and AU in the School Setting. By: Sally Hart, LSSP 817-408-4061 [email protected]. Emotionally Disturbed (ED). - PowerPoint PPT PresentationTRANSCRIPT
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BY: SALLY HART, LSSP 817-408-4061
ED and AU in the School Setting
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Emotionally Disturbed (ED)
Means a condition exhibiting one or more of the following characteristics over a long period of time (more than 6 months) and to a marked degree that adversely affects a child’s educational performance
(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school
problems
Emotional disturbance includes schizophrenia. It does not apply to a child who is socially maladjusted unless the child has been found to have an emotional disturbance. Not due to a medical condition or conduct disorder.
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ED is NOT! Social Maladjustment
-Lack of exposure to school setting-Culture and lifestyle factors
Conduct Disorder -Aggression against people or animals-Property destruction-Lying or theft-Serious rule violation
Behavior caused by a medical condition
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Characteristics for Eligibility of ED
(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.-student is not making academic progress but has an average IQ, no learning
difficulties and no health concerns
(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. -student does not have friends, friendships are abnormal or not appropriate, not able to connect with any school staff
(c) Inappropriate types of behavior or feelings under normal circumstances. - student is aggressive, has anger problems, problems with impulse control, maladaptive feelings or behaviors, not able to control their feelings or behavior
(d) A general pervasive mood of unhappiness or depression. - student demonstrates unhappiness or depression across settings, deep internal struggle, affects the student’s ability to experience enjoyment
(e) A tendency to develop physical symptoms or fears associated with personal or school problems
- anxiety issues that are related to a school or a personal problem and not a medicalcondition
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Impact of Disability Academic
-Skill deficits-Trouble beginning tasks-Difficulty maintaining attention -Problems completing tasks- Difficulty retaining information
Behavior a) Externalizing (acting out)b) Internalizing (withdrawing)c) Interaction with others (making and keeping
friends)
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General Behavior Recommendations for Students with ED
Classroom Management - Identify 3 – 5 clear, concise , positively stated rules (taught, modeled, practiced, reinforced)-Reinforce appropriate behavior-Predictable schedule/environment/routine-Active monitoring-Provide corrective feedback privately-Avoid power struggles between student and staff-Use curricular interventions Assignments broken into smaller parts and modified
Breaks given as neededStudent strengths utilized to learn new materialOpportunities for choice making
-Teach relaxation techniques-Teach alternate behaviors-Teach social skills proactively (Teach, model, practice and reinforce skills)-Teach self-regulating skills-Creating situations where the student can succeed and avoiding situations where the student is likely to fail
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Strategies continued
Teach expected behavior (tell, show, practice) Encouraging expected behavior (incentives) (social praise) Discouraging problem behavior (clear consequences) Visual reminders and cool down areas /break cards Focus on proactive strategies and not reactive strategies
Proactive Reactive
- teach new behaviors -does not promote new learning -reinforce appropriate behavior -may stop the behavior momentarily -emphasize positive expectations -emphasize negative consequences - point systems -planned ignoring -modeling -loss of activities & privileges-behavior contracts -punishment
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Individualized Behavior Support
Functional Behavior Assessment (FBA) - Antecedent-Behavior-Consequences- Function of behavior (attention, control, escape, sensory)
Behavior Intervention Plan -Target behaviors and replacement behaviors -Structured plan to follow
Reinforcement Survey or Interest Inventory - Find proper rewards or reinforces
Behavior Contracts or Behavior Charts - Individualized and get student buy in
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My Contract: Name: Date: These are my goals: 1.I will not speak in a baby voice. 2.I will not touch other students inappropriately. 3.I will follow teacher directions and requests. These are my consequences if I don’t meet my goals: - No choice of extra rewards or activities - Phone call/Email home - Possible Visit to offi ce or office referral These are my rewards/reinforcers if I meet my goals:
- Play a game with preferred adult - Free time to do activity of choice - Earn reward - Extra time to do science activity - Good note home
Signatures:
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Name: ________________________ Date: __________ I will get a sticker if I have 12/ 18 . I will get a reward if I have no .
Breakf ast/ Morning meeting
Lunch
Writing
Recess
Restroom Restroom
Specials Walk to/ f rom Lunch/ recess
Restroom
Story/ naptime
Walk to/ f rom specials
Restroom
Math Stations
Work Stations
Restroom/ wash hands f or lunch
Restroom
Story/ pass out stuff
Pack up/ Go Home
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Behavior Contract Effective Dates: From to Student will receive a (+) mark on his chart each 15 min when he does the following:
Remains awake in class, with his head up off of his desk Responds appropriately to teacher requests/directives
Student’s day is broken down into nineteen 15 min sections from 7:45 to 2:45. When Student has 3 out of the 6 possible (+) marks in the morning he will receive a sticker for his chart and one of the following rewards:
Computer time – 10 minutes Choose a prize from the Treasure Box Positive visit with a preferred adult
When he has 4 out of 7 in the next grouping of 15 minute sections he will have a sticker for his chart and the following reward:
Computer time – 10 minutes Choose a prize from the Treasure Box Positive visit with a preferred adult
Lastly, when he receives 3 out of 6 (+) in the remaining section he will have a sticker for his chart and be able to participate in the following additional activity:
Computer time – 10 minutes Choose a prize from the Treasure Box Positive visit with an adult
Bonus: If Student is able to obtain 2 out of the 3 possible rewards during the day he may earn the opportunity to either:
Play Legos with a preferred adult for 15 minutes Play Sorry with a preferred adult for 15 minutes
The student, Student, helped create this agreement. He understands and agrees to the terms of this behavior contract. Student Signature: The teachers and mother also agree to carry out their parts of this agreement. Student will receive (+) or (-) marks on his behavior chart when he fulfills his goals. The rewards agreed upon will then be completed when he is able to achieve his goal. Teacher Signature:
Parent Signature:
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Monday Tuesday Wednesday Thursday Friday
7:45-8:00
8:00-8:15
8:15-8:30
8:30-8:45
8:45-9:00
9:00-9:15
Total from 1st Section
Sticker? (3/6)
Sticker? (3/6)
Sticker? (3/6)
Sticker? (3/6)
Sticker? (3/6)
9:25-9:40
9:40-9:55
9:55-10:10
10:10-10:25
10:25-10:40
10:45-11:00
11:00-11:15
Total from 2nd Section
Sticker? (4/7)
Sticker? (4/7)
Sticker? (4/7)
Sticker? (4/7)
Sticker? (4/7)
11:15-11:25 (10 minutes)
11:30-11:45
11:45-12:00
1:55-2:10
2:10-2:25
2:25-2:45 (20 minutes)
Total from 3rd Section
Sticker? (3/6)
Sticker? (3/6)
Sticker? (3/6)
Sticker? (3/6)
Sticker? (3/6)
Daily Total Stickers (2 stickers = Reward) (2 stickers = Reward) (2 stickers = Reward) (2 stickers = Reward) (2 stickers = Reward)
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Positive Reinforcement Systems
Mystery motivators SpinnersToken Systems Treasure Box Connect the Dot Charts
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Autism Spectrum Disorder in the School Setting
The student has a developmental disability significantly affecting verbal communication.
The student has a developmental disability significantly affecting nonverbal communication
The student has a developmental disability significantly affecting social interaction
Other characteristics associated with autism that the student manifests: Engagement in repetitive activities and stereotypical movements. Resistance to environmental changes or change in daily routine. Unusual responses to sensory experiences.
- Must be negatively affecting the students educational performance- A student may not be considered a student with Autism if the child’s
educational performance is adversely affecting do to an Emotional Disturbance
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Strategies for AU Students
Structured Schedule Warning of changes in routine Social skills trainingVisuals reminders of expected behavior
/schedule/token board Non verbal cuing systemSocial Stories (personalize) Reduce distracting stimuli Speech therapy Group counseling vs individual
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Visuals
Rewards
Computer Time
Prize from the Treasure Box
Positive visit with an adult
Play a game with an adult
Pay Attention and stay awake
Sit down correctly in chair
Do not put your head down or sleep
Listen to teacher
Do your classwork
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Quiet Voice
I may get excited in class when I am happy or when I get a question right.
It is ok to be happy and excited, but I have to keep my voice at a low level.
I am not allowed to scream or raise my voice in class or anywhere else at school.
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Communication is key Consistency between home and school
on the behavior strategies and reinforcements
Open line of communication both ways
In home Training
Related service counselor at school and outside counselor
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Resources www.interventioncentral.orgwww.speakingofspeech.com www.cindysautisticsupport.comwww.do2learn.comwww.thewatsoninstitute.orgwww.freeprintablebehaviorcharts.com
The Tough Kid Book and Toolbox (Practical Classroom Management Strategies) by: Ginger Rhode, William Jenson, & Kenton Reavis
The Parent’s Guide (Solutions to Today’s Most Common Behavior Problems in the Home) by Stephen McCarney & Angela Bauer